Teacher: Brandon Martinazzi Essential Questions:

School: Blacklick Valley Jr.Sr. High School 1. How do authors develop what the text says explicitly, as well as
inferences and conclusions based on and related to an author’s implicit
Subject: Functional ELA and explicit use of characterization?
2. How do the author’s choices regarding characterization develop and
Date January 24-28, 2022 relate elements of the story (plot, setting, conflict, etc.)
3. How does the author’s choice of characters affect the point of view
Lesson Tuck Everlasting
and/or shapes the content and style of a text?
Topic: 4. How are the characters a reflection of the time period or influences on
the author?
5. What is the overall effect of the characters/characterization?

Independent Reading: 10 min

Do Now – Setting up the lesson: T2: Learn from man in yellow suit
T2: What did the constable learn from the man in the yellow suit? Was it
the truth? What characteristic of the man in the yellow suit do you now
know?
Body of Lesson:
Discussion: The constable said that having the gallows kept down trouble
(78).
1. THINK AND INK: T1: Do you think he is right? Why or why not? T1-4: Keeping trouble Down
2. Share out
3. Discuss the following ideas and see if that changes, confirms, or
challenges your initial response.
Monday

a. Does having an electric chair keep criminals from

committing crimes? Explain.
b. Does giving detention keep kids from breaking rules?
Explain by giving 2 examples (Evidence.)
c. Does having a penalty box keep hockey player from
breaking rules and fighting? Explain.
d. Give your own example of how a consequence doesn’t
work. Explain
e. Give your own example of how a consequence does work.
Explain
4. Final Journal: T1: What makes people follow rules? T1-3: Follow Rules
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Newsy Tuesday Paper or Digital

Design a poster that either advertised the advantages of the spring or is a
warning against the spring.
Body of Lesson: Novels
Read/Discuss Tuck Everlasting Chapter 17 p. 81-88 (recording 9:14) Reading Notes - Grid Format
1. How old would Miles’s children be now? Why did Miles not take Librivox: https://librivox.org/a-tale-
his children to the spring when they were young? of-two-cities-by-charles-dickens-2/
2. What observation about death does Winnie make as she observes
the wildlife of the pond? What is Miles’s response to her
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 T comment? What does Winnie realize after she kills a mosquito?
Complete DAILY in Google Classroom
u Ticket Out the Door Feedback:
e Homework:
s Finish assignments and reading if necessary
d
a
y

Independent Thinking: STEM IU08 STEM materials

Creative Reasoning: Quoridor https://youtu.be/FQtM65YI8-o
Do Now – Setting up the lesson: T1: Quoridor
WRAP UP: On Monday we talked about consequences. How did
consequence factor in to how you played Quoridor ?
Body of Lesson: Novel
Wednesday

Read/Discuss Tuck Everlasting Chapters 18-19 p. 89-100 (recording 3:49 https://youtu.be/nRCQpnV0PiI

and 9:57) *** If necessary use tomorrow’s independent reading time to Paper for notes
finish 19 – before the Do Now***
Chapter 18
1. What makes Winnie feel happy as they begin breakfast?
Chapter 19
2. Summarize the story of the man in the yellow suit
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Independent Reading: 15 min

Do Now – Setting up the lesson: T2 – The man’s plans
T-2 Yesterday, we hear the story of the man in the yellow suit. What does
the man plan to do with the spring? How does he plan to use the Tucks
and Winnie? After he revels his plan, what happens to him?
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 20-21 p. 101-110 (recording 6:00 https://youtu.be/nRCQpnV0PiI
and 5:49) Paper for notes
Thursday

Chapter 20
1. He constable decides to take Winnie home and to put Mae in jail.
He says that if the man in the yellow suit dies, Mae will be hanged
for murder. What does Winnie realize as she begins the journey
back to her home?
Chapter 21
1. Why does Winnie have mixed feelings about whether the man in
the yellow suit dies?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Revised August 2020 Page 2

 Do Now – Setting up the lesson: Handout: Texting
Table Texting: Imagine that Winnie was your friend and she created a
group chat to text you to tell you the story of her time the Tucks.
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 22-23 p. 111-120 (recording 5:59 https://youtu.be/nRCQpnV0PiI
and 5:48) Paper for notes
Chapter 22
Friday

1. Jesse tells Winnie the Tucks’ plan for freeing Mae. Describe the
plan.
2. How does Winnie think she can help the Tucks?
Chapter 23
3. Why does Winnie feel guilty after she goes to bed?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Objective(s):
1. Through reading Natalie Babbitt's Tuck Everlasting, students will be introduced to the concept of eternal life.
2. Students will be able to differentiate between characters as protagonist or antagonist.
3. Students will be able to recognize the genre of fantasy.
4. Students will gain appreciation for and demonstrate proficiency in identifying and using figurative language.
5. Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.
6. Students will be given the opportunity to practice reading aloud and silently to improve their skills in each area.
7. Students will answer questions to demonstrate their knowledge and understanding of the main events and
characters in Tuck Everlasting as they relate to the author's theme development.
8. Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons
prepared for use in conjunction with the novel.
9. The writing assignments in this unit are geared to several purposes:
a. To have students demonstrate their abilities to inform, to persuade, or to express their own personal ideas
Note: Students will demonstrate ability to write effectively to inform by developing and organizing facts to
convey information. Students will demonstrate the ability to write effectively to persuade by selecting and
organizing relevant information, establishing an argumentative purpose, and by designing an appropriate
strategy for an identified audience. Students will demonstrate the ability to write effectively to express
personal ideas by selecting a form and its appropriate elements.
b. To check the students' reading comprehension
c. To make students think about the ideas presented by the novel
d. To encourage logical thinking e. To provide an opportunity to practice good grammar and improve students'
use of the English language.
10. Students will read aloud, report, and participate in large and small group discussions to improve their public
speaking and personal interaction skills.
PA Common Core Standards(s):
CC.1.3.10.A CC.1.4.10.A CC.1.5.10.A
CC.1.3.10.B CC.1.4.10.B CC.1.5.10.B
CC.1.3.10.C CC.1.4.10.C CC.1.5.10.C
CC.1.3.10.D CC.1.4.10.D CC.1.5.10.D
CC.1.3.10.E CC.1.4.10.E CC.1.5.10.E
CC.1.3.10.F CC.1.4.10.F CC.1.5.10.F
CC.1.3.10.G CC.1.4.10.G CC.1.5.10.G
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 CC.1.3.10.H CC.1.4.10.H
C.1.3.10.I CC.1.4.10.I
CC.1.3.10.J CC.1.4.10.J
CC.1.3.10.K CC.1.4.10.K
CC.1.4.10.L
CC.1.4.10.S
CC.1.4.10.T
CC.1.4.10.U
CC.1.4.10.X
Teacher Notes:

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